1. Loreto Teachers’ Workshop Annette Honan

2. Teaching requires 3 kinds of knowing Knowing what to do – knowledge Knowing how to do it – skills Knowing why we do it – motivation

3. Reflect for a minute… What motivated you to get engaged in this work? What sustains you?

4. What sustains us? “ …My heart is moved by all I cannot change. So much has been destroyed. I must cast my lot with those who age after age, perversely, and with no extraordinary power reconstitute the world ”. Adrienne Rich Natural Resources

5. What is the current experience? Students and teachers interested in global justice issues Barriers – attitudinal, structural, curricular So… Still not seen as the core business of schools or understood as a process that will enhance classroom learning and school culture. (Mapping the Past, Charting the Future, Dec 2010) ‘The presence of development education within the classroom appears largely dependent upon the willingness or capacity of individual teachers.’

6. Research suggests that Teaching and learning methodologies in Irish classrooms are not conducive of educating for global citizenship (ERC research, March 2011) Young people still carry stereotyped and charity- based views about ‘poor people’ and there is limited evidence of critical thinking

7. In groups discuss What do you see as the challenges in promoting justice education? Where do you see new opportunities?

8. General signposts in Irish education Strong consensus that change is needed Focus on Teaching and Learning Key skills More flexible curriculum Democratic classrooms Questioning what values should education be guided by and what is the goal of education? Emphasis on bottom up change

9. Aims of education … Amongst the aims of education as set out in the White Paper on Education are to create tolerant, caring and politically aware members of society to ensure that Ireland’s young people acquire a keen awareness of their national and European heritage and identity, coupled with a global awareness and a respect and care for the environment (1995: 11-12)

10. Innovation and Identity Across the developed and the developing world schooling finds itself at the centre of a set of global concerns about the future of the planet, about food and water security, and about the movement of peoples in the face of climate disasters. The global economic crisis adds to these concerns and increasingly, schools are being asked not simply to teach students about these issues but to shape the next generation of creative problem solvers who can quite literally, ‘save the world'. Innovation and Identity, Ideas for the new junior cycle, NCCA, 2010

11. Values Equality and inclusion Justice and fairness Freedom and democracy Respect for human dignity and identity

12. Junior Cycle Reform Changes Schools will revisit the vision, values and purpose of JC education More flexible curriculum Focus on a renewal of teaching and learning and on basic and key skills Emphasis on linkages across learning Opportunities for Dev Ed Opportunity to align curriculum planning with a school’s mission statement Space now for Dev Ed More active and engaged learners, less content driven and more skills based learning Cross-curricular topics, project work, community linked learning

13. Make sure you have your say 13 www.ncca.ie/consultations

14. How can we do it better? Methodologies and ideas for promoting justice and peace education in the classroom

15. Research Suggests that students learn best when they ‘construct’ their own meaning are actively engaged in learning engage in reasoning not just reproduction check their own and each others learning/understanding learn from each other, e.g. use peer explaining, peer teaching, think-pair-share, group work.

16. Why is active learning so important? We remember 10% of what we read 20% of what we hear 30% of what we see 50% of what is discussed with others 80% of what we experience personally 95% of what we teach to someone else According to William Glasser

17. ‘Students may work in groups in classrooms but they very seldom work as groups.’ Ken Richardson

18. Tips for successful group work Agree ground rules Set clear tasks – provide ‘structure and guidance’ Avoid friendship groups and keep groups small Ensure everyone has a role and everyone is accountable (‘no passengers’) Create positive interdependence – mutual goals, shared resources, complementary roles, shared product/grade Allow time for group processing of both the task and process Create a classroom culture in which students feel that everyone has something to contribute. For more help in organising group work go to www.co-operation.orgwww.co-operation.org

19. Your role 1. Decisions – size of group, roles, arranging room, planning materials 2. Setting task – explaining the task, explaining criteria for success, reminding groups of desired behaviours/ground rules 3. Monitoring and intervening 4. Evaluating and processing feedback on the students’ learning and giving them positive feedback

20. Let’s look at some strategies Form groups of 3 with each person taking on a role Reader - reads the words of the poem and the questions for the group Facilitator/Checker – facilitates the group and checks that everyone’s voice is heard Recorder/Reporter – notes the group’s responses One person must also be a time-keeper!

21. To begin with – keep it simple Use strategies such as 2 minute summary Think-pair-share Think- pair-square Read and explain pairs (let’s try this out) Peer teaching

22. Read and explain pairs (Johnson, Johnson & Holubec) This is useful when students need to read and comprehend a long or difficult text 1. Each student reads the text quickly to get the ‘gist’ 2. Then the students pair up, As and Bs 3. Both students silently read the first paragraph. 4. Student A is initially the summarizer and student B is the accuracy checker. The summarizer explains in his/her own words the content of the 1 st paragraph. The accuracy checker listens carefully and offers help or prompts if anything is left out. 5. The students move onto the next paragraph, switch roles and repeat the process until they have completed the text. At the end they summarise the key points.

23. Jigsaw Technique Step 1: Students are arranged into groups. Students must be become ‘expert’ on their topic before they move on to step 2. Step 2: Rearrange groups. Students ‘teach’ their area of expertise to their new group.

24. Some guidelines on teaching complex and controversial issues  Make the classroom a safe place to ask questions and discuss ideas (e.g. agree ground rules)  Appeal to students’ better nature  Find out what they already think about an issue before opening up a discussion – e.g. journal work  Expose students to multiple perspectives  Promote critical thinking (through critical questioning)  Teach the skills needed for dialogue and active listening  Model respect and fairness  Let them know you don’t have all the answers!

25. Useful links www.co-operation.org www.geoffpetty.org www.teacherstoolbox.co.uk www.action.ncca.iewww.action.ncca.ie (click on key skills)

26. To conclude ‘At the heart of education is the heart of the educator’. Thomas H Groome, Boston College